Assignment 1 – Professional task

2018

ANTHONY NAKHOUL
WESTERN SYDNEY UNIVERSITY |17719490

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TABLE OF CONTENTS

Contents:

Executive Summary (Objectives, Context, Goals and List of recommendations) ………………. 2-3

Background information ……………………………………………………………………..….. 4

Comparative table ……………………………………………………………………………….5-7

Recommendations …………………………………………………………………………….... 8 - 10

Reconstructed Unit
a. Scope and sequence …………………………………………………………………… 11

b. Concept map ...………………………………………………………………………… 12

c. Assessment task and marking criteria …...………………………………………….… 13-15

d. Redesigned unit outline.…………….………………………………………………... 16 - 24

References …………………………………………………………………………………..… 25-26

Appendices of original documents ……………………………………………………………. 27-34

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Executive summary:

The target of this report is to provide the Birrong boys Personal Development Health and

Physical Education (PDHPE) faculty recommendations and an evaluation on the year 7 unit

“Summer Fun” which falls under strand 3 – Individual and community Health. This report will

take into consideration the literacy, numeracy as well as the personal and social capabilities

and how they can be enhanced to better student learning and development. The report will

focus on the Understanding by Design (UbD) “planning process framework” (Wiggins &

McTighe, 2005) and how it can better the original unit of work. Utilising this framework can

be very beneficial to any teaching program and is based on a three staged process: “desired

results, evidence and learning plan” (Wiggins & McTighe, 2012). This process allows

educators the freedom to suggest modifications for the unit of work. The modifications should

focus on the Australian Curriculum to identify which literacy, numeracy and social capabilities

need to be amended in order to better students’ skills and knowledge to the current

circumstances faced in their school setting.

Goals

The intention of the recommendations is too:

- Enhance students’ knowledge and skills through literacy, numeracy, personal and social

strategies.

- Establish students’ knowledge in order for them to transfer their knowledge into real-

life situations.

- Enhance students’ ability by providing them with opportunities to use their knowledge

for high order thinking.

- Utilise the Australian Curriculum Priorities, General Capabilities and outcomes in an

effective manner.

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Recommendations:

It is essential to evaluate a unit of work in order to better learning for students in the future. To

improve student knowledge, it is essential to focus on literacy, numeracy, personal and social

capabilities. Providing students with correct terminology and definitions of these terms will

allow students to make correct judgements on content and allow them to incorporate them into

their work. This will enhance their knowledge and skill and giving them a stepping stone for

future content and can be seen as background knowledge. By enhancing students’ literacy,

numeracy, personal and social capabilities, you allow them to convert their knowledge into

real-life contexts that support inquiry-based learning. These also support PDHPE pedagogies

as students are to complete group activities, scenarios, discussions and identify relevant data.

Teachers should encourage and support students to improve their literacy, numeracy, personal

and social capabilities through these pedagogies.

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Background Information:

SES of school: Birrong boys high school is located in western Sydney and consists of students

from many different backgrounds. Most students in fact, 95% of the students speak another

language at home. Majority of the families come from a lower socioeconomic background, this

reflects the students’ perception on their capabilities and achievements. Based on statistics,

only one percent of the school consists of Aboriginal and Torres Strait islander students.

According to the Index of Community Socio-Educational Advantage (IC SEA), with an

average ranking at 1000, Birrong Boys’ IC SEA value sits at 911. According to my school

(reference), the students’ Naplan results are below average in comparison to all Australian

students and predominantly below average compared to schools of similar status. There is no

information on both the My school website and the Birrong boys high school website about

students with disabilities but Birrong Boys offer a range of programs to assist students who

may be struggling with disabilities. Teacher’s aides are an example of a resource offered to

students.

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Comparative Table

Area of Strengths of the Concerns of the area of Suggested Changes to Research support for the
consideration area of consideration counteract concerns changes suggested.
consideration

The program uses Definitions of key terminology Provide students with Duncan & Schwab (2016)
key terminology for are not expressed throughout definitions of key terminology highlights the importance of
Literacy the unit of work. the unit of work. ensuring they understand each ensuring key terminology of
Students will not entirely term so they consistently use content is well explained to
understand what is required of them in a correct manner. students, to expand their
them and will not be able to Students will then be able to us knowledge on key concepts and
incorporate it into their work. this knowledge for higher order provide them with an
thinking allowing them to opportunity to apply their
further their knowledge and knowledge to other threshold
capabilities within the area of concepts.
work.
Other areas of Numeracy is not sufficiently Students count out loud the Carter, Klenowski & Chalmers,
capabilities such as evident throughout the unit of number of compressions they (2015) demonstrates
Numeracy implementing work. There is minimal focus are performing in order to implementing basic numeracy
information on numeracy throughout the promote numeracy based can ignite students learning and
communication and unit of work. activities. Using diagrams and further their understanding of the
technology is evident graphs, students are given the importance numbers can play in
in the unit of plan. opportunity to gather statistical their real life.
information to represent the unit Counting can play an integral
within context. role in CPR in real life situations
Students are able to Critical and creative thinking Ask students to compare, Perkins, (2016) recognises the
Critical and use technological is not sufficiently expressed contrast throughout certain differences in students learning
Creative devices to explore throughout the unit of work. aspects of their work in order to styles and that not all students
Thinking content related to Students are given the strengthen their ability to learn the same. Yen & Halili,
their assessment task opportunity to express their understand and answer (2015) examines how students
and express their creativity but more activities questions about certain topics. can excel academically, if the
information through need to be used to successfully They will also make links teacher modifies tasks that
their style of use their knowledge between content, analyse and accommodates to their learning
presentation. effectively. Additionally, use critical thinking. abilities. For example, allow

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 insufficient resources are used Create more resources and
throughout the unit of work. mediums that will aid students
learning e.g. scaffolding using
PowerPoint.
Allow students to present their
work in a creative manner e.g.
PowToon, comic strips, poster
etc.
Students are Personal and social To encourage personal social
Personal and provided with an capabilities are expressed capabilities, activities need to be
Social opportunity to work within the unit of work when more creative so that students
Capabilities both independently relating to having fun in the develop self-worth, self-
and with other sun and first aid but can awareness and personal
students when further be enhanced through identities. Activities need to
learning some certain activities. encourage students to create
content. relationships among each other
but in order to do so they must
understand their own emotions,
values and strengths. Group
activities can be used to allow
students to connect and become
more confident I their abilities.
students to represent their work
through visuals rather than
writing.
Mansfield, Beltman, Broadley,
& Weatherby-Fell, (2016)
demonstrates the importance of
implementing social capabilities
such as group work to increase
their interactions with other
students, in addition to their
knowledge.
Vega, Moore III & Miranda,
(2015) emphasises how students
tend to learn more from their
peers than teachers as they do
not feel undermined. It is also
expressed that students feel that
they can relate to each other by
having a common goal which
will influence their peer based
learning.
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 The unit of work The content in the unit of work
cross references the is created in a logical manner.
Understanding content with the Although information is
by Design syllabus for the provided to explain class
appropriate age activities it not sufficient
group. enough to create engaging
activities for students.
Activities are very limited for
ideas.
Use the backward mapping tool
to set out the appropriate
outcomes for all the units of
work. This will ensure key
learning outcomes are addressed
sufficiently throughout the unit
of work.
Wiggins & McTighe, (2012)
states how using the backward
mapping tool to plan, prepare
and organise a unit of work and
supports content to be taught in a
more efficient manner. This is
done to ensure that the
prescribed textbook is not
treated as the curriculum but
rather as a resource ensuing the
focus is on the syllabus. By
doing so, teachers are able to
focus on long term goals for
student achievement.
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Recommendations to faculty:

It is vital for professional educators to continuously update and evaluate teaching programs to

provide sufficient information to enhance student ability and growth through schools. Royse,

Thyer, & Padgett, (2015) state that continuous evaluation of academic programs can enhance

students’ academic performance. In saying so, it is essential that both the scope and sequence

and assessment task and continuously evaluated as well to ensure that teachers can assist

students with their work effectively.

The scope and sequence summarises what will be taught over the course of the year and in

what order it will be taught in. As well as giving an overview of the year’s content, the scope

and sequence should present what year is taught, what outcomes are being addressed and what

will be taught in each semester (Arafeh, 2016). The importance of an assessment is essential to

both teachers and students. It is important to teachers as it allows them to understand how well

the students have learnt and developed over the period of time which in turn, allows the teachers

to modify assessments or content based on how effective the curriculum was taught.

Assessments are beneficial to students as it allows them to test the knowledge that they have

been taught throughout the unit of work (Cox, Imrie & Miller, 2014). This allows them to grasp

a deeper understanding of the content provided by educators.

Students possess different ranges of abilities and it is important that teachers can address each

students needs to maximise learning. Through the comparative table, it is evident that the unit

of work lacked many features that will help students maximise their learning. Each student is

unique and different to the next so it is important that activities are modified to keep students

engaged in class. By creating activities that allow students to present their work in means that

interest them, it allows them to maintain engagement throughout class and enhances creativity.

Examples of different means of representation include: PowerPoint, Prezi, PowToon and comic

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strips. A unit of work must contain efficient literacy and numeracy in order for students to excel

in each subject.

Literacy and numeracy are important across curriculum areas as it allows students the

opportunity to apply their knowledge and threshold concepts within the classroom setting. This

will encourage students to use correct terminology when completing tasks and maximise their

learning. By providing students with correct definitions to support terminology, it allows them

to use their knowledge for high order thinking. By encouraging students to create graphs and

tables in class, you enhance numeracy skills as they are able to justify what statistics are

important for their work and how they relate to the content taught (Skwarchuk, Sowinski &

LeFevre 2014). To enhance students’ personal and social capabilities, the unit of work should

consist of group work activities that allow students to create relationships among each other to

enhance each individual’s strengths and values. This will allow students to become more

confident in their own abilities. It is also important that teachers notice that students may learn

better from their peers so group work is a necessary part of their own personal development

Vega, Moore III & Miranda, (2015).

The understanding by Design (UbD) ‘planning process framework’ (Wiggins & McTighe,

2012) has been used in order to justify necessary changes to the unit of work focusing on

students’ literacy, numeracy, critical and creative thinking and personal and social capabilities.

Wiggins & McTighe’s backward mapping approach is used to ensure that teachers modify units

of work in order to improve students’ learning. The backward mapping approach consists of 3

stages; they are ‘Identify Desired results, determine Assessment Evidence and Plan Learning

Experiences and Instruction’. The backward mapping approach has been implemented to

ensure appropriate syllabus outcomes are covered for student learning and assessment. To do

so, teachers must decide what their goal is at the end of the program before they create the unit

of work. The final assessment can be created prior, to ensure there is a goal before creating the

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unit of work. The assessment should be formal in order to examine student achievement and

improvement throughout the unit of work. Informal assessments such as participation in

discussion and completion of work are also useful strategies that help teachers understand what

changes need to be made.

Inquiry based teaching and learning is pedagogical approach that should be implemented

throughout a unit of work for academic achievement. Inquiry based learning and teaching is

essential for a unit of work as it gives students the responsibility to choose what they want

would like to learn as a strategy to keep students engaged in class (Pedaste., 2015). By

triggering students’ interests, it allows them to become actively engaged in the content which

will improve academic results. This relates to critical and creative thinking as students are

encouraged to take ownership of their work. The teacher must ensure that students’ curiosity

and learning topics relate to syllabus content so that they are able to teach the students what

they want to know. The teacher must ensure that students are actively involved in this process

by allowing them to present research that they have found to the class.

In conclusion, it is necessary that teachers continuously evaluate units of work to ensure student

learning are continuously being developed. Through the amendments made to the unit of work

it can be seen that students will gain deeper understanding of content and maximise their

knowledge. The amendments allow students to delve deeper into threshold concepts as

activities allow students to test and improve their knowledge. By creating an engaging

environment for students, students’ interest increase. As an educator, it is important to

understand what is working and what may not be working in the classroom. By amending units

of work, teachers are able to decide what they need to change based on previous results in order

to enhance student learning to create higher-order thinking. The research provided supports the

changes that have been made showing effective change in results among students of all ages.

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Year 7 and 8 PDHPE scope and sequence – Birrong Boys High School
Term 1 Year 7 PD/HPE Year 8 PD/H/PE
Week 1
Week 2
Week 3
Week 4 7.1 8.1
Week
Week
5
6
Changes and Supporting
Week
Week
7
8
Challenges Myself and
Week
Week
9
10
Others
Term 2
Week 1
Week 2
Week 3 7.2
Week 4 8.2
Adolescence
Week 5
Body in Motion
Week
Week
6
7
and Change
Week 8
Week 9
Week 10

Term 3
Week 1
Week 2
Week 3
Week 4 7.3 8.3
Week
Week
5
6
Get Active, Get Drugs-Reality
Week
Week
7
8
Healthy and Risk
Week 9
Week 10
Term 4
Week 1
Week 2
Week 3
Week 4 7.4 8.4
Week
Week
5
6
Summer Fun Healthy Habits
Week 7
Week 8
Week 9
Week 10

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Note: No concept map was provided, rather it was constructed by the pre-service
teacher.

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Assessment Task
Red font labels amendments made.
ASSESSMENT FOR LEARNING ACTIVITY
Relevant outcomes
Outcomes assessed:
4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm
4.12 assesses risk and social influences and reflects on personal experience to make informed
decisions
4.15 devises, applies and monitors plans to achieve short-term and long-term goals
4.16 clarifies the source and nature of problems and draws on personal skills and support
networks to resolve them

Activity description
This activity requires to students to plan and design a health promotion campaign and present this
to the class, on one of the following topics:
• General first aid
• CPR
• Sun safety
• Water safety.

Students will be assessed on their ability to:

• Communicate information clearly about the topic, including outline of the issue, associated risks,
social influences and strategies to minimise harm.
• Plan, design and present a PowerPoint presentation addressed to a particular audience. Students
can choose to present their work through different methods of presentations such as PowToon,
comic strips, illustrator, Prezi.
• Identify and list at least three Internet resources relevant to the topic
• Incorporate effective PowerPoint design elements to ensure a smooth-flowing and entertaining
presentation. A combination of visual imagery and text is required to compliment the information
you are presenting.

Feedback

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Students will be provided with written feedback from their teacher in accordance with the marking
criteria. Students will complete a rating form that will ask a series of questions in regards to how
they feel they completed the assessment task.
Teacher will provide feedback on a form of what students did well in and what improvements will
be required for further success in studies.

Marking Criteria A student…

A • Presents information clearly, succinctly and in a logical sequence
18-20 Marks • Identifies an audience and directs their presentation to that audience
• Incorporates all task headings (outline, risks, minimisation of harm
strategies) and components (clip art, audio file, photograph, animation
and hyperlink)
• Utilises at least five relevant websites
• Incorporates creativity and design elements in presentation.
B • Presents information in a logical order
11-17 Marks • Directs their presentation to a particular audience
• Incorporates most task headings (outline, risks, minimization of harm
strategies) and components (clip art, audio file, photograph, animation
and hyperlink)
• Utilises at least four relevant websites
• Considers design elements in their presentation and shows creativity.
C • Presents information in a somewhat lengthy or unclear manner
6-10 Marks • Incorporates some task headings (outline, risks, minimization of harm
strategies) and components (clip art, audio file, photograph, animation
and hyperlink)
• Utilises at least three relevant websites
• Shows evidence of some creativity and design elements in presentation.
D • Presents information in a basic manner or sequence
3-5 Marks • Incorporates few task headings (outline, risks, minimisation of harm
strategies) and components (clip art, audio file, photograph, animation
and hyperlink)
• Utilises fewer than three relevant websites
• Shows basic evidence of creativity with regards to design elements in
presentation.

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E • Presents information in a limited manner or sequence
0-3 Marks • Incorporates few task headings (outline, risks, minimisation of harm
strategies) and components (clip art, audio file, photograph, animation
and hyperlink)
• Utilises fewer than three relevant websites
• Shows limited evidence of creativity with regards to design elements in
presentation.

Future directions
Students will be able to promote safety during lifelong physical activity, having identified risks
and communicated strategies to minimise harm. They will plan and present ideas clearly in social
situations. They will be able to work in groups to solve problems creativity and be able to prepare
effective presentations for future tasks.

Resources
• Student workbook
• Computer access with Microsoft PowerPoint software or internet access.

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 Reconstructed unit of work
The red font represents amendments to unit of work. Note: only lessons that were taught were amended.

Unit title: 7.4- Summer fun Year: 7

Strand(s): Strand 3 – Individual and Community Health Unit length: 15 lessons

Unit description: Students learn about the importance of physical activity for ongoing health, and how to participate safely when undertaking physical activity,
particularly in an aquatic environment and when exposed to the sun. Through examining various water entry techniques and strokes, they will
be able to demonstrate an understanding of movement and water safety skills in aquatic environments. They learn about the value of first aid
knowledge in being able to assess risks, identify strategies and develop plans to minimise harm in various contexts. They acquire a working
knowledge of appropriate first aid responses, such as DRABCD, when faced with a medical emergency.

Major Outcomes Evidence of Learning

A student: A student:

4.4 demonstrates and refines movement skills in a range of contexts and
environments
4.7 identifies the consequences of risk behaviours and describes strategies to
minimise harm
4.10 explains how personal strengths and abilities contribute to enjoyable
and successful participation in physical activity
4.14 engages successfully in a wide range of movement situations that
displays an understanding of how and why people move
4.15 devises, applies and monitors plans to achieve short-term and long-
term goals
Students will
• recognise the importance of engaging safely and appropriately in physical activity
for ongoing health
• assess risks, identify strategies and develop plans to minimise harm in different
contexts
• demonstrate appropriate first aid responses when faced with a medical emergency
and also demonstrate a working knowledge of current CPR technique and procedure
• work cooperatively to make informed decisions and solve first aid problems.
• demonstrates an understanding of movement and water safety skills in aquatic
environments.

Students learn about Students learn to:

• influences on skill development and performance  design and participate in modified activities to improve performance and
– transfer of skills and concepts promote safe participation in increasingly complex and challenging situations
– importance of practice

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– safety
– the role of rules and regulations in safe participation
• participate in a variety of movement activities to demonstrate and enhance body
• aspects of movement skill development control, body awareness, object manipulation, anticipation and timing.

• contexts for specialised movement skills • demonstrate movement skills through experiences including aquatic activities such
as water safety skills, water games and sports
• exploring risk
• explore the concept of risk by investigating the following:
– positive and negative risk - What is a reasonable degree of risk?
– settings or circumstances in which risk-taking occurs - Why do people take risks?
– factors influencing risk-taking
– outcomes of risk behaviour • describe strategies to minimise harm in water environments and when exposed to
the sun
• strategies to minimise harm • recognise potentially unsafe situations and respond by demonstrating personal
skills:
– acquiring knowledge - to counteract the influence of others
– safe attitudes, eg concern for others, impunity, responsibility - to influence others to modify their behaviour
– developing personal skills, eg conflict resolution, assertive
behaviour, problem solving, refusal skills • identify strategies and develop plans to keep themselves safe when going out
– safe and supportive environments, eg school, community, family and • demonstrate management of basic first aid situations including:
peer support networks - un unconscious person
– recognising, assessing and responding to risk situations - bleeding and shock
- asthma
- burns, bites and stings
- poisonings and overdose
• personal safety • evaluate when it is appropriate to seek assistance from others
– going out
– strategies to keep safe • participate in physical activities and evaluate the degree to which they meet their
– emergency assessment needs and interests
– DRABCD

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– basic first aid procedures • participate in physical activities to develop selected health-related components of
– seeking further assistance fitness

• lifelong physical activities

• health-related component of fitness.

Teaching, Learning and Assessment Activities QT/ESL/Lit/Num/ICT Resources Registration

Summer fitness for healthy fun • Student workbook

• Introduce unit and emphasise movement activities in different contexts • Computer and Internet access
carry both health benefits and risks. Introduce the concepts of assessing risks • First aid kit, resuscitator
and developing strategies to minimise harm in the context of different dummy and defibrillator if
physical activities and the environments in which they are conducted. available.
Students are to dot down what they think the pros and cons are of safety and
risk, teacher then draws a table on the board and asks students what they
wrote down in their books. Teacher then writes down responses. Explain the
focus of the unit on water and sun safety reflects that many physical
activities are in aquatic contexts and/or outdoors during summer.

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• Students answer personal reflection questions about their own physical
activity.
• Read about health-related components of fitness and answer related
questions.
• Allow students the opportunity to brainstorm and discuss what ‘playing it
safe’ means to them in the context of fun in the sun and physical activity.
Instruct students to split their page in half and write ‘What I know’/ ‘What I
want to know’ to stimulate discussion, student perform this in groups of 3.
• Read about risks of engaging in physical activities in different
environments. Students to form small groups to assess the relevant risks
various contexts and environments, devise strategies to minimise such risk,
then report findings to the class.

First aid
• Read about the importance of first aid knowledge.
• Students complete a cloze passage
• Students use current knowledge to complete matching exercise. Allow
discussion in pairs for few minutes. To reinforce meanings, review the terms
as a class. Allow clarification questions and ensure students have correct
definitions recorded in their workbooks.
• Outline the six ‘Ps’, principles of basic first aid, then to reinforce learning,
students recall the principles below.

Responding to a medical emergency

• Students read about assessing a situation and assessing a casualty in a
medical emergency.
• Students read about DRABCD and recovery position. Can role-play steps
to put theory into practice. Instruct class on step six of DRABCD
(Cardiopulmonary resuscitation). If available, use a resuscitation dummy to
demonstrate thirty chest compressions (two breaths in two minutes). Ensure
that instruction includes correct placement of hands for chest compressions

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and correct head tilt and sealing of the nose for breaths. Provide students
with visual aids that can support their learning. If no dummies available
have students role-play CPR on each other, without direct physical contact.
If available, demonstrate step seven using a defibrillator with students
listening to prompts.
• Test students’ knowledge of DRABCD in literacy activity.
• Students practise recovery position in role-play.
• Collect six to ten (depending on class size) articles reporting on a medical
emergency for groups to analyse in terms of DRABCD. A spokesperson
from each group reports to the class. Allow for questions and discussion.
• Student to role-play a scenario of their choosing, working through
DRABCD steps.
• Outline importance of treating bleeding and shock as priorities.
-

Asthma
Teacher and students brainstorm “what is asthma?” as a background
knowledge task in order to see what they know. Students will be required to
identify the characteristics, symptoms and signs of an asthmatic person.
Examples include: Wheezing, loss/shortness of breath, pale skin, coughing,
fast breathing, chest pains.

 Students are provided with cards that include the four steps to treating
asthma. Students are required in small groups of 3-4, to put the cards in
the correct order. Once students have done so correctly, they will be
required to write it onto the worksheet provided.
 Students read four steps to treating an asthma attack and role play how to
treat asthma in pairs. Complete true/false asthma quiz questions.
 Students will be provided with iPads to search up current trends and
statistics on the severity of asthma in Australia. Students will be required
to have statistics based on different age groups. Following this research,

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 students can evaluate rates of asthma from years 2000-2018 and create a
graph of their choice (pie graph, column, bar graph). Students will
evaluate their graph and explain whether trends are increasing,
decreasing or plateau and provide an explanation for these trends.

Burns
 Think, pair and share:
Teacher will write on the whiteboard “what is a burn?” Students will
be required to answer the question individually with a two-minute
time limit. After two-minutes, students will be required to share their
response with the person next to them and combine their answers.
Inform students that they will share their response to the class. After
two minutes, students will share their responses.
This will provide the teacher with an idea of their prior knowledge.
 In their tables, students will be required to discuss what they think is the
appropriate methods of treating a burn.
- The teacher will inform students of the correct answer after groups
have provided their own answer to the class.

 Teachers note, answer to treating a burn: Using cold running water and
seeking urgent medical assistance.

Bites and stings

• Students read information, and then allow students to tell personal stories
of bites and/or stings. Reiterate DRABCD and instruct on the use of a
pressure immobilisation bandage and how it is applied. Students participate
in practical activity. Allow peer and teacher feedback here.

Poisoning
• Reiterate DRABCD. Introduce the Poisons information phone number
along with 000.

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Overdose
• Emphasise the importance of gaining and giving accurate information
about what has been ingested. Emphasise the importance of calling an
ambulance (000) immediately.

Playing it safe in the sun

• Define UV radiation and focus on protection from over-exposure to UV
radiation.
• Read about the dangers of solarium tanning and complete ICT activity
using the NSW campaign against tanning.
• Complete matching activity. Have students analyse their skin type and
consider what this may mean in terms of their sun-safe behaviour and future
risk. Emphasise that no matter what skin type, all are susceptible to skin
damage and cancer from over-exposure to UV radiation and must take
precautions.
• Read dictagloss found in teacher resource. Students listen out for and note
key words or points. Students then work in groups to reconstruct the passage
from memory. Emphasise the need for an understanding of ideas rather than
exact words.

 Students are required to revise on the content they have learnt on

the topic ‘First Aid’, which includes: Responding to medical
emergency, DRSABCD, burns, asthma, stings and bites, poisoning
and overdose.

- Students will present information in one of the following

formats: PowToon, PowerPoint, comic strip, Prezi or a format
of their choice (must be approved by teacher).
-
Playing it safe in the water

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• Introduce and outline the importance of water safety and survival skills for
aquatic environments. Emphasise a good understanding of own ability, the
environment and what to do in the case of an aquatic emergency.

Safe entry into water

• Read through the information on different water entries and when each
should be used. Have students practise each entry and give peer feedback on
how well each was performed, then complete literacy activity on using safe
water entry.
• Complete cloze passage on reducing water danger.

Survival techniques and strokes

• Emphasise the principle aim to maximise buoyancy and movement
efficiency, while conserving energy until help arrives. Review survival
techniques—wearing a PFD, signalling for help, removing clothing, survival
floating, HELP and HUDDLE techniques, and treading water. Outline
common features of survival strokes
• Literacy Activity on survival techniques and strokes.
• Outline the technique of treading water with an eggbeater kick.
• Students ideally participate in practical aquatic activities and have
opportunities to practise techniques to consolidate their learning.
• Emphasise the overriding principle of self-preservation. Discuss the logic
behind the order of rescue techniques and that the major factor determining
how safe a rescue method will be is whether or not the rescuer is placed in
danger. That is, the rescuer’s last resort should be to get into the water and
come into physical contact with the person in difficulty. Outline the correct
rescue order as reach, throw, wade, row, swim, tow.
• Complete questions on rescue techniques.

Assessment for Learning Activity

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• Peer and teacher feedback opportunity. Ensure students have clear
guidelines and understand the marking criteria. See teacher resource for
assessment task guidelines.

Reading, revision and unit vocabulary building activities.

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References:

Arafeh, S. (2016). Curriculum mapping in higher education: a case study and proposed

content scope and sequence mapping tool. Journal of Further and Higher

Education, 40(5), 585-611.

Australian Curriculum, Assessment and Reporting Authority [ACARA] (2014a). The

Australian curriculum: Mathematics v 7.2. Retrieved from

http://www.australiancurriculum.edu.au/Download/F10

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